World Geography
Social Studies
Unit: 03
Lesson: 02
Suggested Duration: 2 days
Places and Regions
Lesson Synopsis:
This lesson introduces students to the characteristics of place, and the different types of regions. Students
compare and contrast a formal region, functional region, and perceptual region. The emphasis is on defining a
region using cultural and physical characteristics and providing examples for each.
TEKS:
WG.5
WG.5A
WG.9
WG.9A
WG.9B
Geography. The student understands how political, economic, and social processes shape cultural patterns and
characteristics in various places and regions. The student is expected to:
Analyze how the character of a place is related to its political, economic, social, and cultural elements. Readiness
Standard
Geography. The student understands the concept of region as an area of Earth's surface with related geographic
characteristics. The student is expected to:
Identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river
systems, and religion that constitute a region. Readiness Standard
Describe different types of regions, including formal, functional, and perceptual regions. Supporting Standard
WG.16
Culture. The student understands how the components of culture affect the way people live and shape the
characteristics of regions. The student is expected to:
WG.16
A
Describe distinctive cultural patterns and landscapes associated with different places in Texas, the United States,
and other regions of the world and how these patterns influenced the processes of innovation and diffusion.
Supporting Standard
Describe elements of culture, including language, religion, beliefs and customs, institutions, and technologies.
Readiness Standard
Explain ways various groups of people perceive the characteristics of their own and other cultures, places, and
regions differently. Supporting Standard
WG.16
B
WG.16
C
Social Studies Skills TEKS:
WG.22
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
WG.22
A
WG.22
C
Design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic
features, distributions, and relationships.
Use geographic terminology correctly. Eligible for Dual-coding on STAAR
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Create a graphic organizer that compares and contrasts a formal region, functional region, and perceptual region
using one of the major cultural regions of the world. Include the political, social, and economic characteristics that
make the region unique. (WG.5A; WG.9B; WG.22A, WG.22C)
1C; 4D
Key Understandings and Guiding Questions:
• Unique physical and human characteristics define places and regions and often change over time.
— What unique physical and human characteristics define a place or region?
— How are places or regions affected by human perceptions and how do they change over time?
Vocabulary of Instruction:
•
•
place
region
•
•
formal region
perceptual region
•
functional region
Materials:
•
Refer to the Notes for Teacher section for materials
©2013, TESCCC
01/08/13
page 1 of 5
World Geography
Social Studies
Unit: 03 Lesson: 02
Resources:
• Handout: (optional) Regions: Brainstorm Activity
• Handout: Place
• PowerPoint: Defining a Region: Connections, Relationships, & Location
Advance Preparation:
1. Read the rationale in the Instructional Focus Document and become familiar with the specificity provided for
each of the student expectations.
2. Read the Performance Indicator that aligns with the lesson.
3.
4.
5.
6.
Become familiar with the content and procedures for the lesson.
Select appropriate sections from the textbook and alternative resources to supplement the lesson.
Preview websites
For the Engage activity, find pictures and maps of Jerusalem. Another place can be chosen, but Jerusalem is
a place that has distinct social, political, and economic factors that make it unique.
7. Make a list of places and regions around the world that you would like to teach in class. This list can vary from
year to year. Places can be cities or areas. Good choices for cities include: Tokyo, Hong Kong, Sydney,
Mumbai (Bombay), Rome and London. If you have access to computers and Internet, students can find out
information about this place in class. However, if there is no Internet access, search online for articles about
these places. The students will need this information in class. If you have difficulty finding information on
these places and regions for each student, they may work in groups of three.
8. Make copies of all handouts.
Background Information:
Places and regions are identified by unique physical and cultural characteristics. A place can be part of more than one
region. Places are compared to each other both for their unique traits as well as regional characteristics. A place can be
part of more than one region depending on the definition of the region. A region is an area that is grouped together based
on a common characteristic – population density, language, birthrate, education, religion, physical features, climate,
biome, etc. Regions are defined by humans. Some definitions are clearer than others. For example: Regions based on
climate, biomes, etc. are rather clear. Regions based on human characteristics may differ with a person’s perspective.
This is not to say that all regions based on human characteristics can change based on perspective. Example: A region
based on disease, education, and other demographic data usually form clear regional areas. Areas on the edge of a
region are transition zones that may include characteristics of other regions. Transition zones in regions based on cultural
traits may also be a region or area of conflict.
Formal Region: A region marked by a certain degree of homogeneity in one or more phenomena
Functional Region: A region marked by its dynamic internal structure
Perceptual Region: A region that is marked by unique human ideas or perceptions
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Characteristics of a Region
1.
Display pictures and maps of Jerusalem or any other city of your
choice. Ask students to identify social, political, cultural, and economic
characteristics that make this city unique.
2.
Students create a web diagram (bubble map) that identifies the
characteristics that are discussed.
© 2010, TESCCC
05/01/12
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
Materials:
• maps of Jerusalem or other city
• illustrations (pictures) of Jerusalem
or other city
Purpose:
page 2 of 5
World Geography
Social Studies
Unit: 03 Lesson: 02
Instructional Procedures
Notes for Teacher
3.
Students recognize the differences
between social, political, cultural, and
economic characteristics of a region.
4.
Ask:
• Do all regions or places have unique social, political, and
economic characteristics?
• Do they change over time?
• What are some of the possible reasons for a region’s social,
political, and/or economic characteristics change over time?
(Possible answers may include: natural disasters, wars, failing
economy, etc…)
Explain to students that they will be learning about regions and
investigating characteristics of regions.
TEKS: WG.5A
Instructional Note:
The location topic is at the teacher’s
discretion. Another location for this
lesson may be selected.
In addition to pictures and maps, short
passages from articles and books will
enhance this activity.
Draw a web diagram on the board and
script the characteristics that students
identify on the diagram. Some general
characteristics include: Religion,
historical events and structures, tourism,
political turmoil between Israelis and
Palestinians, etc.
EXPLORE/EXPLAIN – Place
1. Working in groups, assign students a unique place in the world. Provide
students with information about that place.
Suggested Day 1 (cont’d) – 20 minutes
Materials:
• chart paper or butcher paper
2. Distribute the Handout: Place Diagram to each group. Each group
completes the diagram as they read about the Place.
Attachments:
• Handout: Place
3. Students collaborate within their groups and work on a diagram that they
will display on chart paper.
Purpose:
Students collaboratively research a
place and identify characteristics
common to all places.
4. Students share their diagrams with the class.
5. Ask:
• Did you see any things that these places had in common or
things that were different? What made these places unique?
EXPLORE/EXPLAIN – Place vs. Region
1. Explain to students the difference between place and region.
2. Both have unique physical and human characteristics, but generally places
are more specific and on a smaller scale than regions. Discuss how the
identity of a place is influenced by language, religion, political and
economic systems, population distribution, and standard of living.
3. Discuss that places are similar to regions; however regions are larger
areas that are defined by physical or human factors such as soil, climate,
vegetation, language, trade networks, river systems, and religion.
4. Show a various types of special purpose maps and ask about relationships
and patterns that provide evidence for different regions. Example: Show a
map of the major cultural regions of the world. Ask students what type of
characteristics may separate these regions.
© 2010, TESCCC
05/01/12
TEKS: WG.5A; WG.22A, WG.22C
Suggested Day 1 (cont’d) – 15 minutes
Suggested Day 2 – 15 minutes
Attachments:
• Teacher Resource: PowerPoint:
Defining a Region: Connections,
Relationships, & Location
Purpose:
Students differentiate between a place
and a region.
TEKS: WG.5A; WG.9A, WG.9B;
WG.16A, WG.16B, WG.16C, WG.22A,
WG.22C
Instructional Note:
The PowerPoint needs to be enhanced
with pictures and maps.
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World Geography
Social Studies
Unit: 03 Lesson: 02
Instructional Procedures
Notes for Teacher
5. Discuss different types of regions. Define and explain the difference
between formal, functional, and perceptual regions.
6. Show PowerPoint: Defining a Region: Connections, Relationships, &
Location.
7. Students write a short list of examples local and global for each region
type.
8. Students turn to a partner and explain their examples for each of the
region types. Include ways various groups of people perceive the
characteristics of their own and other cultures, places, and regions
differently.
ELABORATE – A Decision to Move: What to Consider
1. Ask students to write for 2-3 minutes about how the decision to move to a
place might be influenced by the characteristics of a place or region.
Remind students to use ideas regarding push/pull factors. Students may
also want to include the treatment of minorities and women and/or respect
for and recognition of their contributions to society.
EVALUATE:
•
Suggested Day 2 (cont’d) – 5 minutes
Purpose:
Students apply what they have learned
to a real world experience.
TEKS: WG.16A, WG.16B, WG.16C;
WG.22C
Suggested Day 2 (cont’d) – 30 minutes
Create a graphic organizer that compares and contrasts a formal
region, functional region, and perceptual region using one of the major
cultural regions of the world. Include the political, social, and economic
characteristics that make the region unique. (WG.5A; WG.9B; WG.22A,
WG.22C)
1C; 4D
© 2010, TESCCC
05/01/12
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World Geography
Social Studies
Unit: 03 Lesson: 02
© 2010, TESCCC
05/01/12
page 5 of 5